Abstract
This research examined the perceptions and practices of teachers concerning the incorporation of technology to foster inclusive education in multigrade classrooms for Learners with Special Educational Needs (LSEN) in three primary schools located in in the Johannesburg East District, Gauteng, South Africa. Utilising an interpretivist qualitative methodology, semi-structured interviews were conducted with five teachers, three members of the School Based Support Team (SBST), two district officials, and one representative from the head office. The data were analysed thematically following Braun and Clarke’s (2006) six-phase model, resulting in five main themes: perceptions and experiences related to technology integration, challenges encountered by teachers, the impact of technology on enhancing learning outcomes, necessary strategies and support systems for teachers, and the strategic vision and policy framework that directs inclusive technology integration. The findings indicated that all participants recognised the importance of technology in improving learner inclusion, engagement and differentiation. Nevertheless, the efforts for integration were hindered by systemic obstacles such as inadequate resources, poor connectivity, limited access to assistive devices and insufficient teacher training. Both teachers and SBST members expressed enthusiasm for technology but stressed the necessity for ongoing, practical and context-specific professional development. District officials pointed out their roles as implementers of policy rather than creators, while the head office emphasised the importance of national policies such as White Paper 6 (2001), the SIAS Policy (2014), and the Policy on Full-Service and Special Schools as Resource Centres (2023) in promoting inclusive education. The study concludes that successful technology integration in LSEN multigrade classrooms necessitates enhanced teacher capacity, equitable distribution of resources and improved collaboration between departments. It suggests longitudinal and mixed-methods research that includes learner perspectives and classroom observations to enrich understanding and support future initiatives.